How do we turn goodwill into meaningful and lasting good practice?

1. Operationalising Inclusive Teaching
V5.2. 7/5/19
How do we turn goodwill into
meaningful and lasting good practice?
Ivan Newman & Ben Watson
22/05/2019 SEDA: Operationalising Inclusive Teaching V5.2 1
A transcript of this presentation plus a summary of the ideas from the Inclusion Exercise will be available to participants
post-event. Various aspects of the session will be recorded to facilitate this.
Individuals’ contributions will be anonymised in any circulated material and also if used in academic research.
Email: b.watson@kent.ac.uk

2. Operationalising Inclusive Teaching. SEDA Belfast 10/5/19
Notes on this Circulation Copy. 18/5/19
• Click for Ben Watson’ video of the Opera project.
• Click for Ben Watson’s video presentation of his slide (slides 23-33).
• Click for the transcript of the presentation.
• The results of the votes taken during the presentation are shown in the relevant
slides, below.
• The output from the group exercise is shown in the transcript, lines 212-252.
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3. Operationalising Inclusive Teaching
To gain the most from this presentation you will want to vote on questions we ask.
So, logon to ra.ombea.com and enter
InclusionSEDA then click Join
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InclusionSEDA
A transcript of this presentation plus a summary of the ideas from the Inclusion Exercise will be available to participants
post-event. Various aspects of the session will be recorded to facilitate this.
Individuals’ contributions will be anonymised in any circulated material and also if used in academic research.
Email: ivan.newman@student.ac.uk or b.Watson@kent.ac.uk

4. Ben Watson sends his apologies!
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5. Today’s session
• Impetus for inclusion & goodwill
• How diverse are we here today?
• Diversity/variability will always exist
• Extent of inclusive teaching in English HEPs & your experience
• University Kent Opera project – inclusivity through accessibility
• KIPs – Kent Inclusive Practices
• Challenge of measuring accessibility
• Inclusion exercise - designing in accessibility at your HEP
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6. Apocryphal story: Exclusion by being lost!
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This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY-SA-NC

7. Background
• Impetus for inclusion
• Modernisation of Disabled Students’ Allowances
• Equality Act (2010) & Public Sector Equality Duty (PSED)
• Widening participation
• Marketisation of UK HE/financial imperative
• Professionalisation of UK HE sector
• Public Sector Web Accessibility Regulation (2018/852)
• Equity – social justice
• Goodwill
• Exists but knowledge to operationalise absent (Prof Sue Rigby, 2017)
• Our objective – to help you operationalise goodwill to achieve more inclusion
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8. How diverse a group are we?
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Characteristic Answer units
Age In age group
Handedness Left/Right/Ambidextrous
English 1st language Yes/No
Vision impairment (contacts/spectacles) Yes/No
Hearing impairment (augmentation or not) Yes/No
Family care responsibilities (Younger/Elder) Yes/No

9. To take part in the votes
Logon to ra.ombea.com and enter
InclusionSEDA then click Join
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10. What is your age group?
A) 20-25
B) 26-30
C) 31-35
D) 36-40
E) 41-45
F) 46-50
G) 51-55
H) 56-60
I) 61-65
J) 66+
A B C D E
F G H I J
0
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11. What is your handedness?
A) Left
B) Right
C) Ambidextrous
11%
89%
0%
A B C
0
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12. Is English your 1st language?
A) Yes
B) No
C) I’m completely multi-lingual
83%
11%
6%
A B C
0
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13. Do you have any sort of vision impairment?
(eg wearing spectacles, partially sighted)
A) Yes
B) No 78%
22%
A B
0
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14. Do you have type of auditory impairment?
(eg tinnitus, partial hearing)
A) Yes
B) No
6%
94%
A B
0
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15. Do you have any family-care responsibilities
between 9am-5pm? (eg childcare, eldercare)
A) Yes
B) No
71%
29%
A B
0
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16. Welcome: Class of 2019
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• Doesn’t matter what we measure – always get variability: AS WE’VE JUST SHOWN!
• We’ll come back to that in a few minutes…
• Inclusive teaching aims to address the reality of variability (diversity)
• Let’s look at some of my inclusive teaching research results

17. Inclusive Teaching research 2018 (AY 2016/17)
Method:
• Freedom of Information Requests (FOIR) 133 English HEPs, 132 responses
• Higher Education Statistics Agency (HESA) 130 English HEPs
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Question asked Response
1. Institution-wide definition of inclusive teaching? (FOIR) 63% No, 37% Yes
2. % staff holding teaching qualification? (HESA) 54% Known to
3. Did your teaching qualification deliver > 10 hours
training in inclusive teaching? (FOIR)
11% Yes
How do you individually compare?

18. Do you work to an agreed definition of
“inclusive teaching”?
A) Yes
B) No
27%
73%
A B
Ivan’s research finding: Yes 37%; No 63%
0
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19. Do you hold an HE teaching qualification?
A) Yes
B) No
82%
18%
A B
Ivan’s research finding: Yes 54%; No 46%
0
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20. Did your teaching qualification deliver >10
hours training in inclusive teaching?
A) Yes
B) No
14%
86%
A B
Ivan’s research finding: Yes 11%; No 89%
0
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21. Welcome: Class of 2019
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• As we saw above - doesn’t matter what we measure – always get variability
• Do we respond to individual needs or to ….
• Patterns within the differences
• Kent has chosen to respond institutionally to patterns of difficulties
Note:
Turn off
subtitles

22. The OPERA project
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Note:
Turn on
subtitles
https://youtu.be/78Cn5pXdJgw

23. Anticipating not reacting
• Shifting towards anticipatory reasonable adjustments
and inclusive practice by design as a means of tackling
accessibility barriers at source
• Utilising external best practice examples, support and
networking opportunities to drive the institution’s
development, knowledge, and capability
• University of Edinburgh
• ‘The Kent Edinburghs’
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24. What is inclusive practice?
• Being inclusive is about offering services that are
designed from the start to work well for everyone
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25. How do you practice inclusively?
Three key vehicles:
• Individual reasonable adjustments
• Anticipatory reasonable adjustments
• Inclusive practice
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26. Typical differences to be anticipated
• Visible disability
• Invisible disability
• Language
• Culture
• Personal situation
• And more…
• But, perhaps too many/expensive to accommodate individually.
• At Kent the response was KIPs
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27. Kent Inclusive Practices (KIPs) data
Kent
Top 3 individual adjustments
Number of Inclusive
Learning Plans (ILPs)
featuring adjustment
Percentage of
ILPs
Use of Enabling Equipment (Permitting lecture
recording for personal use)
972 62.2%
Provision of Class Resources (Providing lecture
outlines before class)
945 60.5%
Direct Book Lists (Prioritised reading lists) 757 48.4%
Total 2,674
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28. Embedding KIPs into standard processes
• Move from private adjustments for individuals to public
entitlements for all – the things any member of university
community (disabled or not) should be able to expect of a
21st century institution
• Module and programme specifications
• Presence in the right places
• KIPs in Inclusive Learning Plans (ILPs)
• Closing the circle – peer to peer influence
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29. Getting the institution behind KIPS
Form
steering
group
Identify
need
Design
solution
Change
policies to
support
Engage
academics
Monitor,
measure
Feed back
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30. Kent Inclusive Practices (KIPs)
• Maximise electronic resources
• Make documents easy to navigate and understand
• Make presentations meaningful
• Provide alternative media but make it accessible
• Make assessments accessible
• Promote productivity tools
www.kent.ac.uk/kips
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31. KIPs and continuous engagement
• Disseminated KIPs
• Found out where good practice already existed
• Identified pockets of expertise in different roles and departments
from student services, academic development, to e-learning teams,
procurement, libraries and academics.
• If everyone did their little bit, the institutional impacts could be, and
has been, huge
• Raise awareness: Online accessibility literacy module
• Alternative Formats process
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32. KIPs – the challenge of measurement
35%
40%
45%
50%
55%
60%
65%
70%
75%
80%
2015/16 2016/17 2017/18 2018/19
Accessibility of Documents in Moodle
With Blackboard Ally score Without Blackboard Ally score
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33. Productivity tools
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• KIPs enables these tools to work – a bonus for getting KIPs right
• For staff & students
• Assistive technologies are included alongside other key resources to
help people with study and work eg referencing, text to speech, time
management
• No distinction made between assistive technologies for any particular
“group”
• Available to all – “label-free”

34. Inclusion Exercise: Pick one area - what could you do to be more
inclusive at your institution and what might be the key barriers
you’d face? 20 mins
Visual: People may have
a range of visual
accessibility needs:
short/far-sightedness,
colour blindness, partial
sighted to blind.
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Auditory: People may
have a range of auditory
accessibility needs:
difficulty of hearing to
fully deaf. Some people’s
first language is BSL.
Cognitive: People may
have difficulties with
words and navigation.
Motor: People may find
it difficult to use a
keyboard or mouse and
prefer assistive devices.
For copies of the transcript email: ivan.newman@student.rau.ac.uk or b.watson@kent.ac.uk
Ideas:
Barriers:
Ideas:
Barriers:
Ideas:
Barriers:
Ideas:
Barriers:

35. Ideas for & barriers to inclusion
• Your ideas
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• Your barriers • How you address
the barriers
• Work for you to
take away with
you…

36. Respond to patterns - remove learning barriers!
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1 2 3
(Image source: Advancing Equity & Inclusion. A Guide for Municipalities © CAWI)
One size fits all
misses individual
variation
Individualised
support requires
detailed
knowledge of
individuals’ needs
Understanding
patterns allows
removal of the most
frequently
encountered barriers

37. Apocryphal? That was Ivan’s & Vivien’s story!
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This Photo by Unknown Author is licensed under CC BY-NC-ND
This Photo by Unknown Author is licensed under CC BY

38. Leading by example…
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39. A definition of Inclusive Teaching
“Inclusive learning and teaching in higher education refers to the ways
in which pedagogy, curricula and assessment are designed and
delivered to engage students in learning that is meaningful, relevant
and accessible to all. It embraces a view of the individual and individual
difference as the source of diversity that can enrich the lives and
learning of others.”
Hockings (2010)
www.heacademy.ac.uk/system/files/inclusive_teaching_and_learning_in_he_synthesis_200410_0.pdf
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